Planning fieldwork for 2019
Method and concept This document gives the year in which methods and concepts will be assessed Files are in date order … and 2018 with advice for 2019 …
METHOD 2019 Measurement of flows
CONCEPT 2019 Mitigating risk
Fieldwork enquiry Do I really need to plan different fieldwork each year?
Methodological approaches: four approaches in one physical enquiry An investigation into downstream changes Qualitative surveys : Measurement of flow : Annotation of a photo or Measure velocity and field sketch. calculate discharge Perception of environmental quality Use of transect : Across the channel to Change over time : measure cross section Use of old photos. or across a point bar to Use of data collected investigate sorting during previous fieldwork
Conceptual framework for Eduqas/WJEC fieldwork Place Is Cowbridge Road becoming a clone town? Spheres of influence Are house prices lower close to busy roads? Mitigating risk How could this environment be made safer?
Conceptual framework for Eduqas/WJEC fieldwork Flows and cycles What’s the best route for a cycle path? Sustainable communities How might this community be made more sustainable? Inequality How can access to shops and services be improved?
Off the shelf tasks
Preparing students for Component 3 in 2018
What does Component 3 assess? In 2018 transects Part A • Assesses the methodology In 2018 Fieldwork Sphere of Part B • Assesses the concept influence • Assesses decision making. The same In 2018 concept that was assessed in the Sphere of context of fieldwork will be assessed Part C influence here in a novel context set in the UK
Six stages of the enquiry process Set the aims of the enquiry Evaluate Collect the the data enquiry Process and Reach present conclusions the data Analyse the data
How is C3 assessed? AO3=12 Part A • 18 marks AO4=6 Fieldwork AO3=12 • 18 marks Part B AO4=6 AO2=12 • 36 marks AO3=12 Part C AO4=12
Set the aims of the enquiry Evaluate Collect the the data enquiry Process and Reach present conclusions the data Analyse the data
Understanding The Assessment Objectives For all reformed GCSE qualifications, fieldwork is assessed through AO3 (24 marks) and AO4 (12 marks). There are no marks for AO1 (recall) or AO2 (understanding). Questions CANNOT ask students to describe their aim or to describe a sampling method. This has enormous implications for how students prepare for their assessment. In preparing for the assessment, students should focus on command words such as: Justify To give reasons for a decision based on evidence. Evaluate To consider the strengths and limitations.
Revision tips 1 – evaluate aims Give students the opportunity to consider the aims of each fieldwork enquiry. In 2018, • Were the aims achievable? this sphere of • Was data available? influence • Was the scale appropriate? • Was the aim correctly focussed on the concept? What is the impact of House prices increase Quality of life is better Cardiff airport on with proximity to Bute in Llandaff than in south Wales? Park. Grangetown.
Revision tips 2 – limitations of data Give students the opportunity to consider the: • Strengths and weaknesses of sampling procedures • Design of data collection sheets • Reliability of primary and secondary data
Reliable / accurate? Accuracy Each measurement is made to an accuracy of 1cm. Reliability The slack in the horizontal line that is used as the datum means that the results cannot reliably be repeated.
Fish bone diagrams Sampling strategy Transect locations Time of day Time of week Data collection Virtual preparation Weather Equipment Data logging
Revision tips 3 – suitability of data presentation number of vehicles in 5 minutes 0 10 20 30 40 50 60 70 cars vans HGVs motorbikes cycles buses number of vehicles in 5 minutes number of vehicles in 5 minutes 70 70 60 60 50 50 40 40 30 20 30 10 20 0 10 0 cars vans HGVs buses motorbikes cycles
Revision tips 4 Use key terms from the specification Accuracy Pilot Stratified Bias Random Systematic Control Reliability Quantitative Opportunistic Sample Qualitative
Deconstructing the mock paper Set the aims of the 1. Study the mock paper in your pack. Evaluate enquiry Collect the the data Use the separate audit sheet to identify enquiry a. The AO assessed by each item Process and Reach b. The stage of the enquiry process conclusions present the data c. Whether the item assesses the Analyse the data learner’s own experience. 2. What have you learned about the ‘rules’ of constructing this exam paper? 3. Mark candidate A using the marking scheme
Geography B GCSEGeographyB@eduqas.co.uk Any questions? Geography A GCSEGeographyA @eduqas.co.uk Follow on Twitter: @eduqas Visit the website: www.eduqas.co.uk
Developing problem solving in students
Elements of AO3 Applying knowledge and understanding to interpret a novel situation. For example, Applying knowledge finding meaning in a and understanding to photo make a decision and justify it. decision inference making evaluation analysis Applying knowledge Applying knowledge and understanding to and understanding to make sense of data weigh up strengths and and explain limitations. For connections. For example, evaluating a example, making sense strategy of a table of data
Inference is an element of new AO3 What other / new questions do I need to ask? What does the source not tell me? What can I infer / guess? What does the source tell me?
AOs are fixed Question setters must use this mark distribution in each series when creating papers. Component 1 Component 2 Component 3 Parts A Parts A Q1 Q2 Q3 Part C Part C & B & B* AO1 8 8 8 12 0 0 0 AO2 8 8 8 24 0 0 12 AO3 8 8 8 12 12 24 12 AO4 8 8 8 12 0 12 12 SPaG 4 - - - 4 - 4 Totals 32+4 32 32 60 12+4 36 36+4 Totals 96 + 4 (40%) 72 + 4 (30%) 72 + 4 (30%)
Command words and tariffs
AO3 – low tariff Why is this AO3? What is being assessed?
AO3 – low tariff Why is this AO3? What is being assessed?
Implications for teaching and learning Suitable ways to target this AO with your own students might be to use the following openings when posing questions of your own: 1. Analyse the impacts on … 2. Weigh up the advantages / disadvantages of … 3. Discuss the points of view of … Less focus on learning 4. What are the limitations of? facts related to case 5. To what extent do you agree? studies. 6. Which is the best option? More emphasis on 7. Justify your decision / choice. - Analysis 8. What are the costs and benefits? - Appraisal 9. How might things change in the future? - Making decisions 10. What might be the consequence? - Justifying them 11. What ought to happen …? 12. Who should…?
You could train students to use one or more types of argument Using evidence to Analyse claims and support a reasoned opinions held by some argument ( Empiricism) stakeholders (Scepticism) Weighing positives Considering future against negatives when scenarios and considering the likely consequences impacts of change (Probability) (Pragmatism) How can we prepare students so they have a structure (or scaffold) in mind when they are sitting an examination?
Developing skills for problem solving Making comparisons Ascribing meaning Applying evidence from known Identifying layers of meaning – examples to compare likely applying understanding to new outcomes in a novel situation situations Recognising bias Recognising costs and benefits Detecting neutrality or vested Weighing the positive and negative interests in evidence. Identifying impacts. Identifying winners, losers limitations in evidence. and decision makers Identifying trends/patterns Ranking / prioritising Using current evidence to forecast Deciding on best and better options likely short term scenarios/impacts
Use of past papers Selected past papers that provide useful material for exploring AO3 include: 2011 New housing options to solve the need for more housing in Georgia, USA 2015 Coastal management options for New Jersey State, USA 2017 Oil Palm development and alternative strategies for Indonesia
AO3 – high tariff (Part C) Why is this AO3? What is being assessed?
How could Part C be structured? Three options are explored in Part B. In Part C the candidates could be asked to sequence the options over a defined period Discuss other of time. ways that Three options are explored in Part B. learners could be In Part C the candidates could be asked to asked to make a geographical select two of the options that would work decision in class well together. Two options are explored in Part B. In Part C the candidates could be asked to say which of the options would be easier to implement and why.
Part C marking scheme A copy is in your packs
SPaG will also be assessed in Part C
Marking exercise Use the new mark scheme to assess the three responses in your pack
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